scholarly journals Assessment of a Physical Education Program on Health-Related Fitness and Selected Biochemical Variables of Obese Male University Students

2016 ◽  
Vol 9 (10) ◽  
Author(s):  
Mohammed Hamdan Hashem Mohammed
Keyword(s):  
Physical Education ◽  
University Students ◽  
Education Program ◽  
Biochemical Variables ◽  
Health Related ◽  
Male University Students ◽  
Obese Male ◽  
Health Related Fitness

scholarly journals The effect of three sport games in physical education on the health-related fitness of male university students

2020 ◽  
Vol 24 (4) ◽  
pp. 251-258
Author(s):  
Mohammed H.H. Mohammed
Keyword(s):  
Physical Education ◽  
University Students ◽  
Effect Size ◽  
Control Group ◽  
Jump Test ◽  
Before And After ◽  
Health Related ◽  
Fitness Parameters ◽  
Male University Students ◽  
Health Related Fitness

Background and Study Aim. Few controlled studies have been conducted on the effect of sports games as a physical education (PE) course on the health-related fitness of university students. The aim of the study was to determine whether three sports in a PE course will help improve the health-related fitness of male university students. Material and Methods. Students from two universities participated in the study, with one university acting as a control group. There were two PE courses which students registered for: a football and volleyball (FVG, n=169) course and a badminton (BG, n=97) course. The students received basic training drills and competed with one another. The duration of the activities was 50 minutes sessions for eight weeks. The following tests were taken before and after eight weeks: Cooper test, sit-and-reach test, 60-s curl test, standing long jump test, and body mass index. Paired t-tests were used to compare the baseline and post data of each group. The Welch t-test, ANCOVA, and analysis of gains scores were used to compare each of the PE groups to the control group. ANCOVA was used to account for baseline differences, while analysis of gains scores was used whenever ANCOVA could not be used. The Vargha-Delaney Effect Size (VD) and the Common Language Effect Size (CLES) were used to determine the effect sizes for the Welch t-tests and ANCOVA, respectively. Significant changes were set at p ≤ 0.05 and VD ≤ 42% or VD ≥ 58%, or if p ≤ 0.05 and CLES ≥ 58 %. Results.  Both PE groups showed significant improvements in all the measured fitness parameters except body composition. Moreover, the measured parameters of the control group reduced after eight weeks. Conclusion. The study shows evidence that PE courses can serve male universities in improving their health-related fitness. Moreover, students who do not participate in a PE course may be at risk of losing their fitness.

scholarly journals Can eight weeks of judo and taekwondo physical education improve the health-related fitness of male university students?

2020 ◽  
Vol 24 (2) ◽  
pp. 109-114
Author(s):  
Mohammed H.H. Mohammed ◽  
Hong J. Choi
Keyword(s):  
Physical Education ◽  
University Students ◽  
Cardiovascular Fitness ◽  
Control Group ◽  
Muscular Endurance ◽  
Health Related ◽  
Fitness Parameters ◽  
Male University Students ◽  
Trunk Flexibility ◽  
Health Related Fitness

Background and Study Aim: This study aimed to determine if Judo and Taekwondo in a physical education (PE) setting could improve the fitness of university students. Material and Methods: Students who registered voluntarily for the courses were considered for the study (n=27, 18-22 years for Judo; n=39, 18-22 years for Taekwondo). The control group (n=32, 20-24 years) was composed of students who were not part of a physical education course. None of the participants were college athletes nor PE students. The duration of the courses was eight weeks, twice a week with 50 minutes per session. Both courses included training for muscular fitness, flexibility, explosive strength, and cardiovascular fitness. The courses also included sparring matches and sport-specific training. The following health-related fitness parameters were measured before and after eight weeks: cardiovascular fitness using the Cooper Test, muscular endurance using 60 seconds curl-up test, trunk flexibility using the sit-and-reach test, and explosive leg strength using the standing long jump test. Parametric tests were applied to detect any effect of the courses on the students. Differences with p ≤ 0.05 and Vargha-Delaney Common language effect size (VD) ≤ 42% or ≥ 58% were considered as evidence for any improvements in the fitness parameters. Results: Most of the tested parameters, apart from body composition, improved in both martial arts groups while those of the control group dropped. These changes were significantly different (p ≤ 0.05 and VD ≤ 42% or ≥ 58%). The regular curl-ups and sitting stretch done during the eight weeks improved the muscular endurance and trunk flexibility of the Judo group, respectively. Moreover, continuous practice of the rolling/falling technique may have contributed to the improvement in flexibility of the Judo students. Conclusions: There is evidence that eight weeks of Judo and Taekwondo in a PE context improves the health-related fitness of male university students.

scholarly journals Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 312
Author(s):  
Marijana Sinđić ◽  
Draženka Mačak ◽  
Nikola Todorović ◽  
Bianka Purda ◽  
Maja Batez
Keyword(s):  
Physical Education ◽  
Muscular Fitness ◽  
Female Children ◽  
Before And After ◽  
Health Related ◽  
The Republic ◽  
Almost All ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Health Related Fitness

Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, ŋ2 = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, ŋ2 = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, ŋ2 = 0.19) and flexed arm hang (F = 28.82, p < 0.01, ŋ2 = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females

2016 ◽  
Vol 33 (2) ◽  
pp. 139-144 ◽  
Author(s):  
Krzysztof Mazurek ◽  
Piotr Zmijewski ◽  
Krzysztof Krawczyk ◽  
Anna Czajkowska ◽  
Anna Kęska ◽  
...  
Keyword(s):  
Physical Education ◽  
High Intensity ◽  
Education Programme ◽  
Young Females ◽  
Health Related ◽  
Cycle Training ◽  
High Intensity Interval ◽  
Health Related Fitness

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

Sign in / Sign up

Export Citation Format

Share Document